Book contents
- Frontmatter
- Contents
- List of Figures and Tables
- Preface
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 2 Rising China and Governing Aspirations for Cultural Politics, Music, and Education
- 3 The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
- 4 Music Education in Taiwan: Imagining the Local, the National, and the Global
- 5 Music Teachers’ Perspectives on Cultural and National Values in School Music Education in Greater China
- 6 Discussion: Rethinking the Transmission of Values and Music Cultures between Nationalism and Globalization in Music Education in Greater China
- 7 Recapitulation and Conclusion
- Appendix: Teacher Questionnaire
- Index
4 - Music Education in Taiwan: Imagining the Local, the National, and the Global
Published online by Cambridge University Press: 13 April 2021
- Frontmatter
- Contents
- List of Figures and Tables
- Preface
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 2 Rising China and Governing Aspirations for Cultural Politics, Music, and Education
- 3 The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
- 4 Music Education in Taiwan: Imagining the Local, the National, and the Global
- 5 Music Teachers’ Perspectives on Cultural and National Values in School Music Education in Greater China
- 6 Discussion: Rethinking the Transmission of Values and Music Cultures between Nationalism and Globalization in Music Education in Greater China
- 7 Recapitulation and Conclusion
- Appendix: Teacher Questionnaire
- Index
Summary
Abstract
Relations between Mainland China and Taiwan constitute one of the longest-running unsolved international and national political issues inherited from the Cold War. With particular reference to Taiwan's school education, Chapter Four aims to broaden the conceptual approaches to understanding the complexity of Taiwanese culture. The Taiwanese government's role in examining values and cultural identities in school music education through local-global relationships occurs along two axes in Taiwan: (1) the construction of a Taiwan-centric and local concept, also described as Taiwanese nationalism; and (2) the promotion of multicultural and global concepts. Global-local accommodations are found in the inclusion of multicultural and ethnic music cultures as well as in the coexistence of the concepts of global harmony and Taiwanese localization in school education.
Keywords: relations between Mainland China and Taiwan, Taiwanese nationalism, Taiwanese culture, local-global relationships, Taiwan's music education
Taiwan (officially known as the Republic of China, hereafter roc) is bounded by the Pacific Ocean to the east and is located off the southwest coast of Okinawa, Japan, north of the Philippines. Taiwan has a population of 23.82 million people, with about 84 per cent being Taiwanese, 14 per cent Mainland Chinese, and 2 per cent Taiwanese Aborigines. The capital city of Taipei is widely regarded as the political, economic, and cultural centre of Taiwan, which is renowned for its fascinating blend of traditional and modern cultures. Officially, the most common and largely understood language of Taiwan is Mandarin Chinese. Except for their writing systems, Mandarin Chinese (standard Taiwanese Mandarin, the national language of the roc) is almost identical to the official language of Mainland China, known as standard Chinese (Putonghua). The other two major languages are Hokkien (commonly known as Taiwanese), which is spoken by the Taiwanese Hoklo people who descended from immigrants who came from southern Fujian Province during the Qing Dynasty, and Hakka, a variant of the Chinese language adopted by Hakka people who came to Taiwan from Guangdong Province.
The history of human settlement on the island of Taiwan dates back to the arrival of the Austronesian people (or Austronesian-speaking people), ancestors of many of the tribal people who still live in Taiwan, between 4,000 and 5,000 years ago. ‘Austronesian peoples’ is a term that refers to people who live in Southeast Asia, Oceania, and the African island of Madagascar and who are speakers of Austronesian languages.
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- Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China , pp. 175 - 232Publisher: Amsterdam University PressPrint publication year: 2021